@OECTA April 2016

APRIL 2016

AGM 2016 HIGHLIGHTS

AWARDS, SPEAKERS, RESOLUTIONS, AND WHAT IT MEANS TO YOU BRIDGING THE DIVIDE JOSEPH BOYDEN TALKS TRUTH AND RECONCILIATION

STANDING UP FOR CATHOLIC EDUCATION RECOGNIZING AND PROMOTING THE HISTORY AND VALUE OF OUR SCHOOLS

BALANCING RISK, RETURN, AND REPUTATION OTPP STRIVES FOR RESPONSIBLE INVESTING

PLUS:

Your Ontario Federation of Labour Teacher liability when driving students Collaboration - the key to productive professional development

During her pregnancy, Nicole1, 34, noticed a palpable lump in her breast. After the birth of her child, she returned to see the doctor and was diagnosed with breast cancer. Difficulties arose quickly while trying to take care of her new baby and other children.

Nicole was overwhelmed with her doctors’ appointments and all the information that was being given to her. She did not always understand all of the medical terminology and therefore, she was not prepared and did not know which questions to ask. Looking to better understand her diagnosis and to make appropriate decisions for herself and her family, Nicole called CAREpath.

Her CAREpath nurse explained the medical language and her pathology report, which enabled Nicole to grasp and cope with her diagnosis, treatment plan, and prognosis. She was very grateful for the information and caring support that her CAREpath nurse provided her, every step of the way.

CAREpath's role is not to replace your primary treating physician, or any part of a recommended cancer care plan.

What CAREpath does is make sure you get the most out of every aspect of your treatment. CAREpath will guide you regarding what questions to ask your doctors, explain your test results, and help determine the best treatment plan for you.

CAREpath offers three services to assist you and your family: the CAREpath Navigation System, Survivor Support Program and Cancer Information Line.

CAREpath Navigation Program

Is designed to provide information, advice, and support. After contacting CAREpath, an oncology nurse is assigned who will provide you and your family support and advice from diagnosis until treatment is complete, or as long as necessary.

“Continuity of care” is a significant feature of the program, along with having a dedicated nurse who will manage the case and communicate so that everyone understands the information.

CAREpath Survivor Support Program

You are encouraged to contact CAREpath as soon as possible if you, or a member of your family (spouse or children), has been diagnosed with cancer. All you have to do is call: 1-800-290-5106.

We all know someone touched by cancer. There is help. As a part of your long-term disability (LTD) plan, CAREpath, the cancer assistance program, is available to members2 at no additional cost. CAREpath Inc. is a Canadian company providing services to help you navigate the complex healthcare system, so you and your family members who are newlydiagnosed with cancer, or have a cancer recur, can receive the very best cancer-related treatment and support. The team at CAREpath includes leading oncology physicians and nurses from across Canada.

A cancer diagnosis requires the right information and guidance for successful survivorship. Cancer survivors are at an elevated risk of developing a recurrence of their original cancer or a different cancer. Survivors are also prone to developing other chronic conditions, as well as late complications from cancer treatments. Survivors may find themselves personally changed in ways which may cause ongoing physical and emotional concerns. The Survivor Support Plan is specifically designed to help survivors learn to live in their new reality.

CAREpath Information Line Is a new service where members can call to get cancer information for extended family members, colleagues and friends who have been diagnosed with cancer. Information will be delivered by phone, with summary information sheets sent by email (or regular post with a charge, if needed).

To learn more about CAREpath, visit www.otip.com/carepath.

1 Not the member’s real name.

2 OTIP (Ontario Teachers Insurance Plan) is the administrator of the OECTA Provincial LTD plan. CAREpath is available to all OTIP eligible members).

CO NT E NT S/A PR 2016 INBOX 4

PRESIDENT’S MESSAGE

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UP FRONT

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OECTA’S INDEX / CALENDAR

AGM

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7 HIGHLIGHTS 11 AWARDS OECTA honoured five individuals for their contributions to the Association

FEATURES 12 BRIDGING THE DIVIDE Joseph Boyden talks truth and reconciliation at AGM

By Adam Lemieux 14 A FINE BALANCE Ontario Teachers’ Pension Plan strives for responsible investing

By Mark Tagliaferri

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TEACHERS AID 15 BEGINNING TEACHERS Further adventures in education-speak

By Claire Laughlin 16 PROFESSIONAL DEVELOPMENT Collaboration is key to productive professional development

By Anthony Carabache 17 TEACHER ADVISOR To drive, or not to drive – that is the question

By Joe Pece 18 LEGAL BRIEF Defamation

By Charlene Theodore

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19 INSIGHT Eighty years - and still influencing people

By Doug McCarthy

VIEWPOINT 20 STANDING UP FOR CATHOLIC EDUCATION

By Victoria Hunt 21 THE VALUE OF ONTARIO’S CATHOLIC SCHOOLS

By Josephine Virgilio 22 YOUR ONTARIO FEDERATION OF LABOUR

By Liz Stuart

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INBOX

PRESIDENT’S MESSAGE The 2016 Annual General Meeting (AGM) was one of the most productive in recent memory. Thanks to everyone who gave up their time to attend. The vitality of this Association depends on your efforts and dedication. I especially appreciate the positive, respectful tone of the debate, which helped to encourage a good number of first-time speakers to step up to the microphones.

There was a lot of talk during the meeting about collective bargaining.

The Provincial Bargaining By-Law Review Work Group did a thorough job under very short timelines, and it was great to see AGM delegates endorse their recommendations, which will further improve the process for the next round of negotiations. We are also looking forward to meeting with the government to review and propose amendments to the School Boards Collective Bargaining Act. I am proud that AGM delegates extended the mandate of our LGBTQ Work Group. We have a duty to help all teachers feel safe and welcome in the workplace. I was also pleased to hear delegates speak highly of the Association’s efforts to contribute to conversations on a broad range of issues, including gender-based violence, employment standards, and access to education for First Nations, Métis, and Inuit youth. Initiatives like these make our communities better, and they also work to counter the argument that Catholic education is not inclusive. As you probably know, members of the Ontario Secondary School Teachers’ Federation (OSSTF) are continuing with a campaign calling for an end to public funding for Catholic schools. When Catholic teachers make it clear that we love and support people from all walks of life, it takes the wind out of the sails of those who contend there is a moral basis for attacking our system.

I ask you to keep sharing your good news stories about OECTA and Catholic education with the world, just as you were doing during AGM. Use your social media accounts to make sure everyone knows about the work we are doing for students, teachers, and the public. Remember to keep the discussion upbeat and fact-based – social media is not the place for heated debates, and it hurts our image if we are seen to be joining the other side in spreading misinformation.

This is going to be a long-term operation. For now, none of the major political parties are showing any interest in challenging our successful system. However, we expect they will be facing pressure from OSSTF and others as the next election approaches. When the time comes, we will be prepared to engage more directly in defence of our system.

We need to be clear that members and local units will have to take more responsibility for promoting the Association’s interests as we move forward. Although AGM delegates did pass resolutions introducing a new variable fee to bolster the reserve fund, no new resources were made available for the general fund. This means the work of the Provincial Executive and the Provincial Office will need to be curtailed. We will do our best to maintain our profile in the public eye and in the labour community, but the reality is that without adequate funding to sustain these activities there is only so much we can achieve. The Provincial Executive and the Finance Committee are examining our programs and services to determine what will be pared down or cut entirely. We will be presenting these recommendations to the Council of Presidents in June.

The financial picture that was detailed at AGM was the product of two years of work by the Finance Committee, the Financial Work Group, the Chief Financial Officer, and the General Secretary. The numbers were verified by the Association’s auditor. I have full confidence that the figures presented were accurate, and I was disappointed to hear some delegates claim otherwise.

However, OECTA is a democratic organization, and I respect the will of the members. I can assure you that this Association will wisely use its available resources to protect the common good and provide the best possible service to members, just as we have always done.

In Solidarity,

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Michelle Despault Editor Adam Lemieux Associate Editor Mark Tagliaferri Writer/Researcher Fernanda Monteiro Production Anna Anezyris Advertising

EDITORIAL BOARD Ann Hawkins President Liz Stuart First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary

@OECTA is published five times during the school year. Opinions and ideas expressed in @OECTA are not necessarily those of the Ontario English Catholic Teachers’ Association. @OECTA is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media.

Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Toronto, ON M4T 2Y8 PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 www.oecta.on.ca Publication Mail Agreement No. 0040062510 Account No. 0001681016

Cover photo: Jamal Warda, President York Occasional Teacher Bargaining Unit taken by Stephanie Lake at Annual General Meeting (AGM) 2016.

INBOX

UP FRONT TEACHONTARIO

Earlier this month, Minister of Education Liz Sandals officially launched TVO’s TeachOntario.

The platform, which enables teachers to share, collaborate, and exchange knowledge, was developed in consultation with the Ontario Teachers’ Federation (OTF), the Ministry of Education, and teachers of all grades across the province.

TeachOntario also profiles teachers who are doing innovative work in their classrooms. Among the latest installments is a feature on two Catholic teachers who have developed and implemented a vibrant, student-led inquiry approach. Visit www.teachontario.ca to get started.

TEACHERS TALK ABOUT TECH

MediaSmarts and the Canadian Teachers’ Federation (CTF) have released Connected to Learn: Teachers’ Experiences with Networked Technologies in the Classroom, a report detailing the results of a survey of 4,000 teachers from across Canada.

The survey shows that teachers generally find networked devices make it easier for students to learn, and that the devices can help teachers match instructional practice to students’ learning styles. However, half of Canadian teachers say they receive insufficient support to use new technologies to meet curricular goals. These results reinforce earlier findings from CTF, which show that technology in the classroom is most effective if teachers have autonomy to determine when and how to use it to support learning, but also ongoing professional development to support their practice. See the full report at www.ctf-fce.ca.

FORUM ON WELLNESS IN SCHOOLS

Each year the Canadian Teachers’ Federation hosts a Forum on Public Education. The forum is an opportunity for a broad group of individuals and organizations interested in public education to consider an issue of concern. This year’s theme is “Wellness in our Schools: Time to Act!”

A NEW OECTA WEBSITE IS COMING! Our new website will be easier to navigate and provide a more enjoyable user experience.

Look for the new website to launch by June, 2016.

The forum will be in Montreal, July 11 and 12. Participants will identify some of the wellness challenges that exist in public schools, and examine ways to address these challenges collectively.

For more information, and to register for the forum, visit www.ctf-fce.ca.

TRADE PLACES AND TEACH IN AUSTRALIA

Want to go Down Under? OECTA members are invited to trade places for a year with a teacher in an Australian Catholic school as part of an exchange program organized by the Canadian Education Exchange Foundation (CEEF). For more information, visit oecta.on.ca in the Teaching Opportunities section under Career Development. To register, contact Carol Wilkins via email at cwilk@ceef.ca or phone at 705-739-7596.

PHYSICAL AND HEALTH EDUCATION CURRICULUM SUPPORTS

The Institute for Catholic Education has released a series of resources for elementary teachers to support the delivery of the new Health and Physical Education Curriculum Grades 1-8. These supplemental resources to Fully Alive support Catholic teachers in the delivery of the updated curriculum and are available at www.iceont.ca in the Resources for Teachers section. Resources for secondary teachers will be available in early May. 2016 CENSUS CANADA

The next Canadian census will take place in May 2016. Census information is critical for the planning of programs and services in every community, so please consider completing the census when it is sent out.

Additionally, Statistics Canada has Teacher’s Kits to help you plan lessons on the census. Visit www.census.gc.ca and click on the Resources for Teachers tab.

CALENDAR

OECTA’S INDEX

ADDITION AND SUBTRACTION

APRIL Leadership Training

By Adam Lemieux

March 31-April 1

The Ministry of Education released the 2016-17 Grants for Student Needs (GSNs) in March. The GSNs determine the amount and allocation of core resources for publicly funded elementary and secondary education in Ontario.

To help provide some perspective, this month’s OECTA Index looks at a few key figures related to education funding.

(Numbers represent 2016-17 year unless otherwise stated) 1.3% 1.4% 1.6%

Increase in total funding, 2015-16 to 2016-17 Increase in per-pupil funding, 2015-16 to 2016-17 Increase in Consumer Price Index, February 2015 to February 2016

$6101.52 $5576.56 $4644.67 $5792.23 $3368.00 $112 million

Total JK/SK per-pupil amount Total primary per-pupil amount Total junior-intermediate per-pupil amount Total secondary per-pupil amount Total adult/continuing education per-pupil amount Approximate underfunding of adult/continuing education, 2014-15

55% 17% 18% 10%

Proportion of GSN funding allocated to classrooms Proportion of GSN funding allocated to schools Proportion of GSN funding allocated to specific priorities Proportion of GSN funding allocated to local management

$500 million $15 billion

Funds allocated to address backlog in school renewal needs Estimated repair backlog in Ontario

$2.76 billion $2.72 billion

Special Education Grant, 2016-17 Special Education Grant, 2015-16

$1.2 million

Investment for all school boards to establish a First Nation, Métis, and Inuit Education Lead position

$31 million

Projected expenditure on Education Quality and Accountability Office, 2016-17

Summer AQ Registration Opens April 5

Day of Pink April 13

Special Council of Presidents Meeting April 21

GSN Workshop April 22

Earth Day April 22

National Day of Mourning April 28

MAY Catholic Education Week May 1-6

Mental Health Week May 2-8

Mother’s Day PHOTO: @ Rawpixel / Shutterstock.com

May 8

Leadership Training May 19-20

Victoria Day May 23

JUNE Sources: Canadian Centre for Policy Alternatives – Ontario, Fix Our Schools, Ministry of Education, Ministry of Finance, Statistics Canada Adam Lemieux is Communications Specialist in the Communications department at OECTA Provincial Office.

Summer AQ Registration Closes June 3

Spring Council of Presidents June 8-10

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AG M2016

HIGHLIGHTS

APRIL 2016 |

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AGM 2016

AGM HIGHLIGHTS Provincial Executive and OTF Governors Installed

Five positions on the Provincial Executive were up for election this year, and all candidates were acclaimed. President Ann Hawkins thanked members for entrusting the group with a “tremendous responsibility.” She vowed that they will all work tirelessly to move forward on issues of broad concern, such as concluding local bargaining and reviewing the process, working with the government to improve teachers’ working conditions, and establishing the Association as a leader in the provincial, national, and global discussions around gender-based violence and inequality in education.

Back row L-R: Tracey Pecarski, OTF Governor; Chris Cowley, OTF Table Officer; Andrew Donihee, Third Vice-President; Rick Belisle, OTF Governor; Anthony Rocchio, Councillor; James Ryan, Past President; Richard Schrader, OTF Governor; Warren Grafton, Treasurer; Sean Roberts, OTF Governor; Michel Derikx, Councillor.

Front Row L-R: Marshall Jarvis, General Secretary; Liz Stuart, First Vice-President; Ann Hawkins, President; Barb Dobrowolski, Second Vice-President; David Church, Deputy General Secretary.

New Variable Fee Established

There was considerable debate on a series of fee and financial resolutions put forward by the Finance Committee, the Financial Work Group, and the Provincial Executive. Warren Grafton, Provincial Treasurer, and Bob Giasson, Chair of the Financial Work Group, outlined some of the current fiscal challenges facing the organization, including a reduction in members and the resulting decline in dues/ revenue. They also considered the need for a healthy reserve fund to help offset the costs of possible province-wide job action, given the advent of provincial bargaining.

Delegates passed three fee resolutions, introducing a new variable fee of 0.13 per cent of grid salary for teachers in the regular day school program, occasional teachers, and continuing education teachers. The variable fee is in addition to the base fee of $1,000.

Proceeds from the variable fee will be placed into the reserve fund, which is used to offset costs associated with bargaining and labour action, as well as to provide dire distress grants to members. The new variable fee will be applied whenever the reserve fund is less than “three times the gross annual fees revenue of the Association.” The Association’s current annual revenues are approximately $40 million, meaning the variable fee will work to grow the reserve fund to approximately $120 million from its current $40 million.

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Additional Variable Fee

Membership Base Fee

Member Protection *NEW*

Fund Reserve Fund Regular Day School

$1,000*

0.12%

0.13%

Occasional Teachers **

1.63%

0.12%

0.13%

Continuing Education Teachers**

1.25%

0.12%

0.13%

* Base fee is pro-rated for regular day school teachers who teach half-time or less. ** Occasional teachers and continuing education teachers pay a percentage fee with a base fee that cannot exceed the maximum paid by a regular day school teacher.

Variable Fee Regular Day

Base Fee Member Protection School Salary *NEW*

Fund Reserve Fund $50,000 $75,000 $95,692

Total

$1,000

$60

$65

$1,125

$1,000

$90

$98

$1,188

$1,000

$114.83

$124.40

$1,239.23

Remember that about 40% of union dues may be returned to the member as a tax deduction.

Based on a percentage of A4 maximum salary, this is still the lowest fee of the four teacher affiliates.

See the chart above to see how the new fee will affect you.

A resolution that would have ended the process by which money flows from the base fee into the reserve fund (rather than the general fund) did not pass. This resolution would have provided five per cent growth to the general fund, to offset the decline in revenues the Association has experienced due to decreased membership numbers. Instead there will be no increased access to resources for the general fund in 2016-17.

Resolutions Debated and Passed

Dealing with the various resolutions submitted is one of the major tasks of AGM. This year, there were 108 resolutions brought forward dealing with changes to the Constitution, bylaws, policies, and procedures of the Association. Of those, 32 were action directives that seek to have the Association lobby or take a position on an issue.

The task of dealing with such a large number of resolutions can be challenging when there are also elections, guest speakers, reports, and other orders of business competing for time on the agenda. However, this year marked the first year that at least 60 minutes each day was allocated on the agenda for debating resolutions. With this dedicated time, AGM was able to deal with 69 resolutions – almost 64 per cent.

Highlights of some of the resolutions passed include: • An action directive was passed mandating the Association, through the Ontario Teachers’ Federation, to lobby for changes to the Ontario Teachers’ Pension Plan to allow teachers working part time (including job share positions) to top up pension contributions for those days or parts of days they do not work, in order to earn a full year of pension credit.

First-time Speakers Step Up

Getting up to a microphone and speaking in front of 800 people can be daunting. This year’s AGM featured 16 brave first-time speakers at the microphones. For her efforts, Amanda Forbes of the London District Unit and Chair of the Catholic Education Committee was presented with the Oratorical Premiere Award, sponsored by the Toronto Elementary Unit.

• The Association’s bargaining goals were amended to include new areas of focus: the working conditions, benefits, and rights of continuing education teachers; and funding and job- embedded training for adequate worksite technology required for the fulfillment of teaching duties.

• Several amendments were made to the provincial bargaining by-laws, as recommended by the Provincial Bargaining By-Law Review Work Group. The by-laws were reviewed, and changes recommended, to ensure they reflect the reality of provincial bargaining.

• The Constitution was amended to include a new section, which reads: “The Ontario English Catholic Teachers’ Association is governed by the principles that recognize and respect the contribution of labour to the economic well-being of society, and of the responsibility of democratically elected governments, to positively and proactively ensure that all workers are entitled to the access and benefits of union membership and to a constantly improving standard of living.”

• The mandate of the LGBTQ Work Group was extended for another year.

#PutYerPinkiesUp

The Status of Women Committee launched a new campaign at AGM called #PutYerPinkiesUp. The campaign challenges gender stereotypes and encourages people, especially men, to show their solidarity in the fight against violence against women by holding up a painted pinky fingernail. Many of OECTA’s men, including those on the Provincial Executive, rose to the challenge.

Amanda Forbes, London District Unit and Chair of the Catholic Education Committee APRIL 2016 |

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AGM 2016

Guest Speakers

Delegates heard from a number of guest speakers over the weekend, who addressed a range of education and labour issues.

Minister of Education Liz Sandals opened her remarks by reiterating the government’s wholehearted support for our publicly funded Catholic education system. Ms. Sandals talked about the need for safe and accepting schools, and told delegates that a review is underway to examine Kindergarten staffing and class sizes. She also responded to members’ questions about special education funding and EQAO testing.

Heather Smith, President of the Canadian Teachers’ Federation, talked about the concerns and priorities of teachers across the country: class size, special education resources, planning and preparation time, and reduced nonteaching duties. She also urged teachers to strongly resist the global education reform movement, with its focus on privatization and testing.

President Ann Hawkins called Barb Byers, Secretary-Treasurer of the Canadian Labour Congress, an “amazing mentor,” and one of Canada’s strongest feminists and labour advocates. Ms. Byers expressed optimism about the new federal government’s willingness to work with the labour movement, but said we cannot take anything for granted. She also spoke about the need for a national child care program, and urged concerted action against domestic violence and violence in the workplace.

Angela De Palma, Chair of Council at the Ontario College of Teachers (OCT), updated members on the current priorities of the College, and took delegate questions about OCT’s role and activities, particularly those that seem to extend beyond the organization’s mandate.

Work Groups and Committees

Delegates took in presentations from the chairpersons of several work groups and committees.

Michele MacDonald, Chair of the Provincial Bargaining By-Law Work Group, outlined the recommendations to improve the bargaining process. Bob Giasson, Chair of the Financial Work Group, detailed the Association’s fiscal situation. Michel Derikx, Chair of the Long Term Disability Committee, presented relevant statistics and financial information. Michelle Blais, Chair of the LGBTQ Work Group, discussed the group’s activities and action plans.

The presentations from the work groups are part of the AGM materials, which are available in the Members’ Centre at oecta.on.ca

Human Rights Workshop – Blanket Exercise

On the Friday evening before every AGM, the Human Rights Committee hosts a workshop. This year Mireille LaPointe, a member of the Eastern Unit, facilitated the Kairos Blanket Exercise for about fifty members. Those who participated experienced a condensed version of the colonial history of Canada.

Mireille began the presentation by focusing the attention of participants on a number of items that would be of importance to Indigenous peoples for their daily lives and for trading activities.

Bed sheets were then placed on the floor, representing the landmass of Canada. Participants stood on the sheets and took on various roles.

As the presentation moved along, participants witnessed, and were victims of, historical events such as small pox, residential

schools, and the establishment of reserves. As settlers took over land and established reserves, sheets were removed and folded up, representing the restricted access Indigenous peoples had to their traditional territories. As access to items was restricted or removed, participants were able to begin to recognize the experience of Canada’s first peoples. It was a useful and meaningful exercise for all involved, and many participants said they looked forward to talking to their students about what they had learned.

To learn more about Indigenous history in Canada, or to conduct the blanket exercise at your school, visit the Kairos Canada website at: http://kairosblanketexercise.org/

AGM 2016

AGM AWARDS OECTA’s past presidents, along with the Provincial Executive and more than 800 guests, attended the annual AGM dinner, where five individuals were honoured for their contributions to the Association, Catholic education, the teaching profession, and the labour movement. The recipients are shown below with OECTA President Ann Hawkins and General Secretary Marshall Jarvis.

Honorary memberships are conferred on individuals who have made an outstanding contribution to the Association or to Catholic education.

The Pearse Shannon Memorial Association Award honours a current or past OECTA president or bargaining unit president who has made an outstanding contribution to the Association.

Pat McKeown, for more than 25 years of communication, strategy, and thoughtful counsel.

Nina March, for her efforts to engage members and build solidarity.

Life memberships are granted to former active members who have given distinguished service to the Association at the provincial level.

These members have devoted their professional lives with generosity and dedication to the service of Catholic education in Ontario.

Ed Chudak, for four decades of bargaining and advocacy on behalf of OECTA members and the labour movement.

Joseph McDonald, for his tireless work as a teacher and activist.

Lyn Vause, for her commitment to the Association and her contributions to enhancing teachers’ professionalism and working conditions.

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FEATURE

BRIDGING THE DIVIDE

Joseph Boyden talks truth and reconciliation at AGM

By Adam Lemieux

T

he Truth and Reconciliation Commission of Canada (TRC) was established in 2008 as part of the Indian Residential Schools Settlement Agreement. The TRC’s objective was to comprehensively address the realities and consequences of the governmentsponsored residential school system.

After nearly seven years, the final report and its 94 “calls to action” were released this past December. Given that the report’s timing coincided with the election of a sympathetic federal Liberal government, the conclusions of the TRC ignited considerable optimism that progress could finally be achieved on this destructive chapter in Canadian history.

It was in this spirit that OECTA’s Human Rights Committee invited writer and teacher Joseph Boyden to address the Annual General Meeting. He was certainly an apt choice. After attending Brebeuf College School in Toronto and finishing his studies in creative writing at York University and the University of New Orleans, Boyden took a job at Northern College in Moosonee. For two years he travelled by bush plane, helicopter, or canoe along the west coast of James Bay, teaching communications and general arts and sciences to Indigenous students who were trying to earn a college degree.

Boyden has said that his time in Moosonee helped him appreciate his desire to write.

It also forced him to come to grips with a subject matter he needed to explore in greater depth: Boyden’s father was part Nipmuc and his mother part Ojibwa; now, Boyden saw up close how Indigenous people are treated in Canada. Through a short-story collection and three novels, Boyden has shed light on various Indigenous lives and cultures, while examining the relationship between Canada’s First Nations and settlers. He has also worked on a critically acclaimed ballet exploring the 12

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legacy of residential schools, and has profiled Louis Riel and Gabriel Dumont for the Extraordinary Canadians series.

“The job I have been given,” he once told an interviewer, “is to serve as a bridge between communities that often misunderstand each other.”

In keeping with his literary roots, Boyden divided his AGM presentation into three “acts.” The first was a reading of “Legend of the Sugar Girl,” from his short-story collection, Born with a Tooth. Written in 1996, shortly before the last residential school finally closed, the tale describes the life of a woman who is taken from her community and placed in a residential school. She struggles with the sorrow of separation and loss of identity throughout her life, attempting to find solace first in sweets, then in alcohol.

Having set the stage with a fictionalized account, Boyden moved on to detail the lingering effects – or “intergenerational trauma” – of what Chief Justice of the Supreme Court Beverley McLachlin and former Prime Minister Paul Martin have both called an attempted “cultural genocide” against Indigenous people. The fallout has been devastating. Boyden referred to the greatly disproportionate levels of violence experienced by Indigenous women, as well as the “epidemic” of Indigenous youth suicide.

Boyden also spent some time talking about the bleak and persistent achievement gap in education. The evidence of this national problem should be familiar to all of Canada’s teachers. A 2014 report from the Office of the Auditor General found that only 45 per cent of Grade 10 Indigenous students in Ontario were on track to graduate high school. The situation is even worse on reserves, where the C.D. Howe Institute has found that only four of 10 young adults across the country have finished high school. And although there is broad recognition and

concern about the problems, the proposed solutions have often left much to be desired. For example, OECTA and other teacher unions have been incredibly disappointed to see provincial governments partner with Teach for Canada to recruit teachers to work in schools in Indigenous communities. A private, corporatesponsored solution is not what the public expects or what Indigenous youth deserve.

All students, regardless of background or geographic location, should have access to high quality, publicly funded education with properly trained and certified teachers.

This was the theme of Boyden’s third act: the road from truth to reconciliation. He was an honorary witness for the TRC, and said that the commission’s many recommendations are mostly encompassed under the central themes of building commonality and levelling the playing field. This means implementing policies across the country that aim to give equal access to education, and build a cohesive society of communities based on a foundation of mutual respect and caring, rather than suspicion and derision.

“For every story of loss there is a story of accomplishment,” said Boyden. He pointed to Indigenous leaders in politics, finance, and arts as examples of the resilience of Indigenous communities and the possibilities for moving forward.

Further progress will partly depend on public policy, and there have been promising developments on this front. For example, it is estimated that more than 80 per cent of Indigenous students in Ontario attend provincially funded schools, and more than 90 per cent of elementary and secondary schools have some Indigenous students enrolled. The provincial government has sought to meet these students’ needs through the Aboriginal Education Strategy, which raises awareness about First Nations, Métis, and Inuit histories and perspectives, while supporting the learning and achievement

Joseph Boyden speaking at OECTA Annual General Meeting, March 2016

of Indigenous students. This year’s provincial budget introduced new funds for the Ministry of Education to respond to TRC recommendations on teaching the legacy of treaties, residential schools, and Indigenous peoples in Canada. Further resources have been made available for mental health and addiction strategies, as well as programs to prevent violence against Indigenous women.

and operationalized. This makes action at the individual level all the more urgent.

Teachers have an especially prominent role to play in this regard, as they have unique opportunities to create safe spaces for constructive learning and dialogue.

After all, as Boyden said, it is the generations being taught now who will be entrusted to forge genuine reconciliation in the future.

For its part, the new federal government has been commended for its shift in tone with regards to its relationships with Canada’s Indigenous people. The renamed Department of Indigenous and Northern Affairs – the change from Aboriginal Affairs and Northern Development (and before that Indian Affairs) is meant to reflect a more equal, less paternalistic relationship – has been tasked with launching a long-sought inquiry into the staggering numbers of missing and murdered Indigenous women.

The government has also committed to removing the two per cent cap on funding increases for on-reserve programs and services, such as education, which has existed for more than two decades. Over the next five years, $2.6 billion will be spent on primary and secondary education on reserves.

It was clear that many AGM delegates were moved by Boyden’s words. However, there was also a sense that our efforts at reconciliation must go beyond expressions of sorrow or guilt about past injustices, toward an honest reckoning of responsibility. Heather Smith, President of the Canadian Teachers’ Federation, followed Boyden’s speech by saying it is imperative not only that adequate resources be made available to help teachers implement the TRC recommendations, but that teachers feel comfortable using these resources. OECTA President Ann Hawkins was even more direct. Having heard and understood the truth, she said, teachers are bound to do what they can to infuse the curriculum with Indigenous history and perspectives.

Prompted by questions from OECTA members seeking specific advice, Boyden suggested reading and assigning works by Indigenous writers such as Drew Hayden Taylor and Tomson Highway. He also recommended inviting Indigenous elders

Still, given the competing demands on public focus and resources, and the scale of the investments required, even the most well-meaning institutional changes will take years to be completely implemented

to visit schools and classrooms. These experiences can help students develop recognition and unity, a shared understanding that individuals and communities have much more in common than what divides them.

Nobody can claim that reconciliation will be easy. Just this month, the Attiwapiskat First Nation declared a state of emergency after 11 people in the community of 2,000 – one of whom is just 11 years old – attempted suicide on the same day. More than 100 people have tried to take their own lives since September.

Taken together, the facts can be numbing, and there is a risk of “empathy burnout” as well-meaning citizens become overwhelmed by the scale of the suffering. But according to Boyden, we can all make significant contributions to the process of renewal simply by acting with grace and humility. “To serve our best purpose, we must not lead from on high, from the safety of our own views,” he said. “We must constantly test our views and see our students through their own lens.” We might not all feel that we have been part of the problem, but we all can be part of the solution.

Adam Lemieux is Communications Specialist in the Communications department at OECTA Provincial Office.

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FEATURE

A FINE BALANCE Ontario Teachers’ Pension Plan strives for responsible investing

By Mark Tagliaferri

Although a market-based economy has proven efficient in generating profits, it comes with associated risks. The environmental impact of climate change, for instance, threatens our habitats; lax social policy promotes inequalities; and unethical governance practices negatively impact shareholder value. In response, people across the world have pushed for responsible investing, which seeks to balance financial returns and social value.

OECTA members are no different. In recent years, they have passed several action directives requesting that the Ontario Teachers’ Pension Plan (OTPP) engage in responsible investing with respect to important issues such as fossil fuels. Although ensuring retirement security for teachers remains the primary consideration, members want to be sure OTPP is doing so in an ethical and sustainable manner.

OTPP has acknowledged these concerns. The plan’s administrators now assess environmental, social, and governance factors alongside financial factors when making investment decisions.

As a signatory to the Principles for Responsible Investment (PRI) initiative, OTPP completes the Responsible Investing Transparency Report, which is designed to ensure accountability and facilitate dialogue between investors and their stakeholders.

According to OTPP, its fiduciary obligation does not come at the expense of responsible investing. Rather, the two are linked: responsible investing contributes to the pension plan’s long-term sustainability, as well as members’ retirement security. As outlined on its website, OTPP bases all investment decisions on five core principles: 1. Consider and evaluate environmental, social, and governance (ESG) factors alongside other risk factors in the investment processes as they can materially impact the value of our investments.

2. Remain engaged owners and take a responsible approach to asset management. Good governance is fundamental to effective responsible investing.

3. Expand knowledge, deepen understanding, and evolve practices by continually assessing current and emerging ESG risks. OTPP shares experiences across the pension plan by fostering a culture of thought leadership and collaboration.

4. Seek clear and relevant disclosure of information that may assist in making investment decisions.

5. Collaborate with like-minded investors to more effectively execute these principles.

As Chris Cowley, the Ontario Teachers’ Federation (OTF) Table Officer on the OECTA Provincial Executive, explains, “Government providing a clear path to a low-carbon economy will help OTPP better evaluate current and future investment opportunities.

This is the message that the OTPP takes to company officials and policy makers.”

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For more information on OTPP, visit: https://www.otpp.com/home

The result is that OTPP has invested in companies with strong ESG compliance. Global Container Terminals (GCT), for example, is a member of the Green Marine certification program, and has committed to reducing its environmental footprint each year. As a GCT board member, OTPP encourages the company to remain ESG-conscious, and invest in energy-efficient equipment.

Amidst concerns voiced by some OECTA members over the fossil fuels industry, energy and environmental issues have come to the forefront of OTPP’s mandate. As Cowley puts it, “Climate change has become a major issue in our investment portfolio and corporate engagement is the cornerstone of OTPP’s strategy.”

OTPP has invested in a range of renewable energy companies, such as BluEarth Renewables, a Calgary-based company that builds and operates wind, hydro, and solar energy projects across Canada.

At the same time, OTPP has shown a willingness to back away from investments when it has questions about responsible corporate citizenship. A longtime investor in Hitachi, OTPP became concerned about the company’s governance and operational infrastructure. As a result, OTPP began to divest funds, while raising its criticisms with fellow board members.

Hitachi began to implement a series of changes recommended

by OTPP, and has since demonstrated more corporate social responsibility. OTPP has reinvested in Hitachi and now regards the company as a worthwhile long-term asset.

Cowley notes his pleasure with the strong line OTPP has taken on corporate social responsibility. However, he also warns about the dangers of cutting and running too quickly. “Divestment should be the result of a prudent and responsible investment strategy,” he says. “It should not be the strategy itself.”

With more than 10,000 funds and 500,000 members, OTPP understands that some people might object to particular investments. Feedback from members is certainly welcome, with OTPP asking that people express their views by contacting OTF. Ultimately, OTPP feels that its responsible investing approach balances risk, return, and the plan’s reputation. Guided by its five principles, OTPP hopes to continue to make sound investments that not only produce financial returns for its members, but also ensure environmental, social, and governance sustainability.

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

Chris Cowley is the current OTF Table Officer on the OECTA Provincial Executive and is responsible for promoting members’ interests at OTF. OTF and the Government of Ontario, provide direction on the Ontario Teachers’ Pension Plan.

BEGINNING TEACHERS

TEACHERS AID

FURTHER ADVENTURES IN EDUCATION-SPEAK Helping beginning teachers navigate educational terms and concepts

By Claire Laughlin

One of the roles I fulfill in the Professional Development department is providing interview workshops to beginning teachers, including those still in faculties of education. Time and again, teachers tell me they feel there is certain “jargon” they must utilize when being interviewed for occasional teacher lists and long-term occasional assignments. They often say they find the terms confusing, or that they do not really know how to talk knowledgably about the underlying ideas.

I did a first run at some jargon and acronyms in December.

This time I will continue to clarify some relevant terms, particularly in the context of interviewing. Beginning teachers need to keep in mind that it is not just about knowing the terminology. To be most effective, teachers should have a solid understanding of how to apply these concepts in the classroom, especially in interviews for a particular grade or position.

Indigenous Education

Last time we talked about FNMI, Ontario’s strategy for First Nations, Métis, and Inuit students. School board leaders are not simply looking for you to know what the letters stand for – they want to hear you talk about how your planning, instruction, and assessment will include strategies to address the individual needs of any and all Indigenous students. Our Indigenous students live everywhere, not just on reserves.

Remember, differentiating our instruction for some can often help many. With the release of the final report of the Truth and Reconciliation Commission of Canada, addressing the needs of Ontario’s Indigenous people is a top priority for the government. As Catholic teachers, it should be ours as well. All teachers need to work at it.

Inquiry-Based Learning

More and more we are hearing about inquiry-based learning.

Under this approach, students’ questions, ideas, and observations are at the centre of the classroom experience. This tool is not only for teaching and learning in the early years, but rather it applies to every grade and subject. For example, the new curriculum documents for social studies, history, and geography, which were released in 2013, contain repeated references to inquiry-based learning.* At the heart of inquiry-based learning is the inquiry process.

These curriculum documents state, “Although there are differences in focus, concepts, and the types of questions asked, the inquiry processes for social studies, history, and geography are based on the same general model. The model represents a process that students use to investigate events, developments, and issues; solve problems; and reach supportable conclusions.”

The inquiry process has five components: • formulating questions • gathering and organizing information, evidence, and/or data • interpreting and analyzing information, evidence, and/or data • evaluating information, evidence, and/or data and drawing conclusions • communicating findings Look for inquiry-based learning in any revised curriculum documents and other Ministry released materials, across the elementary and secondary panels.

Pedagogical Documentation

It is often a bit of a quandary, especially for beginning teachers, to determine how to make learning visible when utilizing inquiry-based learning. Pedagogical documentation can assist you in making learning visible, especially to you and your students. This might involve recording observations, interpreting what you are seeing, or assisting students in analyzing their own learning and setting further goals.

In January 2015, the Ministry of Education released a monograph entitled Pedagogical Documentation Revisited, which invites teachers to consider using pedagogical documentation to build an understanding of student learning across grades.** Pedagogical documentation “is intended to uncover the student’s thinking and learning processes. It has the potential to help us look at learning in new ways, to assess flexibly with particular needs in mind, and to individualize and differentiate our response.” It is part of a “careful, iterative process of examining and responding to the interplay between learning, the educator’s pedagogical decisions, and the student’s role and voice in the learning.” There are a lot of connections to be made here, and you could certainly help yourself in an interview by talking about your understanding and planning around pedagogical documentation.

Make it Personal

I hope these thoughts advance your interviewing skills as you connect “education-speak” to your own classroom practice.

Ultimately, it is all about translating the high-level concepts into your own lesson planning, instructional strategies, and assessments. This is what is necessary to best serve your students, and to help you succeed as you move forward in your teaching career. * The curriculum documents can be found at: https://www.edu.gov.on.ca/eng/curriculum/ elementary/sshg18curr2013.pdf ** Pedagogical Documentation Revisited can be found at: https://www.edu.gov.on.ca/eng/literacy numeracy/inspire/research/CBS_PedagogicalDocument.pdf

Claire Laughlin is a member of OECTA’s Professional Development department. She is also assigned to the Beginning Teachers Committee and Conference.

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PROFESSIONAL DEVELOPMENT

TEACHERS AID

COLLABORATION IS KEY TO PRODUCTIVE PROFESSIONAL DEVELOPMENT

By Anthony Carabache

I can’t exactly pinpoint when it happened, but at one point during the last 15 years, educational reform became an imperative.

Calls for modernization, engagement, and higher test scores became the dinner bell for every researcher, blogger, tweeter, administrator, and education minister.

As millions of dollars were poured into initiatives and their twinned research faculties, teachers’ own voices about effective project management, professional development, and inquiry were drowned out by the system.

But your Association was listening quite carefully.

For a decade now, OECTA has sponsored and supported Collaborative Learning Communities (CLCs) for teachers interested in pursuing their own burning questions about teaching, practice, student learning, and research.

Here are six reasons why OECTA’s CLCs are ideal professional learning models for teachers.

1. Teacher-Inspired

CLCs allow teacher-teams to take the lead on the specific subject matter they wish to pursue. This unfettered, autonomous project is fueled by teachers’ imaginations and desire to help their students achieve more.

Too often, teachers are overloaded with initiatives – or what I call “perpetual pilots” – that are here today and gone tomorrow. In contrast, CLCs provide opportunities for teachers to present ideas that they are interested in. We encourage student curiosity in the context of inquiry, but rarely support teachers in the same vein.

2. Authentic Assessment (observations, documentation, and so much more)

As part of a CLC, our teachers understand that assessment of their own processes is critical. OECTA’s respect for, and defence of, teachers’ professional judgment is demonstrated through this aspect. CLC groups document their observations, reflect, and discuss. They reshape their practice and even their attitudes toward teaching.

3. Ability to Try Something New

Ask any teacher in any jurisdiction what they need most and you will hear, “Time and space to try something new.” CLCs are designed to do just that. Although funding is never extravagant, four days of colleague-to-colleague discussions often spark conversations that last a professional lifetime. Sometimes all you need is that spark.

4. Observable Change

We have visited hundreds of schools where teachers have documented real change in their practice and in their students. This change is documented through videos, pictures, and anecdotal remarks. The biggest change, however, comes from teachers’ own perspectives on learning.

5. Provincial and Global Networking

Learning as part of a small group at one school or two can be quite powerful, but connecting with like-minded, curious, and courageous teachers provincially and even globally can be awe-inspiring.

At OECTA we assist our CLC projects to connect with one another and share learning. We often refer to ourselves as the groups’ promoters.

6. Teacher-Directed, Teacher-Led

Our view of leadership is not nestled within the comfort of hierarchy.

Teachers lead CLC projects from the start, and their leadership is often tested academically, socially, and spiritually.

Teachers involved in OECTA CLCs demonstrate true selfless, servantleadership. Their leadership is honed and recognized throughout the process, and they are encouraged to serve others through invitation into their work.

Interested in being part of a CLC? Keep your eye on oecta.on.ca for upcoming opportunities.

Anthony Carabache is a member of the Professional Development department at OECTA Provincial Office.

TEACHER ADVISOR

TEACHERS AID

TO DRIVE, OR NOT TO DRIVE – THAT IS THE QUESTION

By Joe Pece

Should I use my own vehicle to drive students? How about if it’s to a school-sponsored event? What if I’m using a designated school vehicle? These are questions that my colleagues and I in the Counselling and Member Services department frequently receive.

The simple answer to all of these questions is NO! OECTA advises that under no circumstances should teachers drive students, regardless of where you are heading, or whether you are using your own car or a board vehicle.

Transporting students is the sole responsibility of the school board and parents. Public transportation or hired buses are always the best options. It’s important to remember that you are under no obligation to personally transport students, for any reason, even during an emergency. If an emergency situation arises, call 911 for an ambulance, the fire department, or police assistance, as appropriate Perhaps, in the past, it may have been more common for teachers to use their own vehicles to transport students to school functions and field trips. However, given the litigious nature of society today, and the professional, legal, and financial liability you expose yourself to if an accident occurs, we strongly advise you against this practice.

Risks Involved

Although school administrators may promise that teachers are protected by the board’s insurance, this is not always the case.

If you are in an accident and the damages that are awarded exceed the board’s maximum payout, your insurance may be responsible for making up the difference. If this happens, you could face steep increases in your premiums, or even cancellation of your auto insurance policy – especially if your insurer was not notified that you would be transporting students.

The risks involved with transporting students are not limited to using your own car. In certain situations, principals have suggested that a teacher rent a vehicle, or use a designated school van or mini-bus to transport students. However, even in these scenarios, teachers can be held personally liable. For example, nothing can stop a parent from filing a civil suit against a teacher who drove their child. Also, in cases where a rental car has been involved in an accident, school boards have claimed they are not liable

for any coverage, leaving teachers to battle with the car rental insurers over who is responsible.

One real-life case sums up the potential risk. A teacher volunteered to drive students to a track and field competition.

As one of the students got out of the car, he fell and broke his arm. The school board’s insurer claimed that the teacher’s car insurance should pay, while the teacher’s insurer claimed that the school board’s insurance was responsible because the injury occurred outside of the car. To make matters worse, as the insurance companies battled over liability, the student’s parents filed a lawsuit against the teacher, who now faced personal financial liability for the student’s injury. This situation was unfortunate, but also entirely avoidable.

Another point, which may not be immediately obvious, is that transporting students could also put a teacher’s professional liability at risk. A student could make a claim that some sort of professional impropriety occurred during the trip. Without a witness, it would be the student’s word against the teacher’s.

This situation would almost inevitably lead to an investigation by the school board, Children’s Aid Society, police, and the Ontario College of Teachers.

Be Prepared, Be Safe

Although we advise you to avoid driving students in any and all situations, teachers who do choose to transport students should ensure that: a) the board insurance policy will cover teachers who transport students, and b) the teacher has sufficient insurance coverage for personal injury to student passengers and property damage. Also, if you’re asked to transport students to or from any school functions, there must be a process in place to obtain parental consent, as well as an established protocol for gaining official board approval prior to the event.

If you have doubts, refuse to drive. However, if you want to transport students and have questions about how to do so responsibly, advice is available through your local OECTA Unit or the provincial Counselling and Member Services department.

Joe Pece is Department Head in the Counselling and Member Services department at OECTA Provincial Office.

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LEGAL BRIEF

TEACHERS AID

DEFAMATION

By Charlene Theodore

Teachers are subject to public scrutiny now more than ever. With advent of the modern-day soapbox, the internet, too many of our members have endured a “critique now, ask questions later” scolding online for all the world to see. This has resulted in an increase in questions about the law surrounding defamation, libel, and slander.

What is it?

Defamation is communication to a third party that results in damage to someone’s reputation. A written act of defamation is referred to as libel and a spoken act of defamation is referred to as slander. Cyber-libel is a new term for libel, which simply describes the written defamation as being electronic in nature. An assessment of the facts in any defamation claim is always weighed against the speaker or author’s right to freedom of expression under the Canadian Charter of Rights and Freedoms.

What are the exceptions?

There are defences to accusations of defamation. The defence of fair comment has been accepted when the Court finds that the comments made were not malicious and, in context, were a fair commentary on the situation in question. Qualified privilege will be a successful defence where a defamatory statement is made in the interest of the public good. Absolute privilege exempts elected officials and government employees from being held liable for defamatory statements made in the course of investigative duties or public reporting. Finally, truth is a defence to a claim of defamation. One cannot be held liable for defamation if the statements made are true.

In defamation cases in the education sector, Canadian courts recognize that parents and other interested parties have a duty to inform the proper officials – such as a principal, superintendent, or school board – of inappropriate actions by a teacher. The Courts have also recognized a parent’s right to request the removal of a teacher, where appropriate.

Defamatory comments made in these circumstances usually fall under the defence category of qualified privilege.

complaints with the principal and school board, and distributed letters with defamatory content about the teacher at a school board meeting. The parent’s complaints against the teacher was covered by the local media. The school secured a no trespass order against the parent and the parent went to the school several times, in breach of the order. Finally, the parent posted a banner containing defamatory language about the teacher on school property.

That being said, when that type of reporting stems solely or primarily from vindictiveness or self-interest, as opposed to an interest in protecting children, the Court has found parents liable.

The Court determined that the parent was within his right to complain to the school principal and board. His defamatory statements in that regard fell under the qualified privilege defence. However, the Court was not as forgiving toward his other actions.

It was determined that his conduct at the board meeting and his display of the banner showed evidence of malice.

He was found liable for defamation in regards to those actions.

The circumstances in the 1999 case of McKerron v Marshall illustrate this point.

The defendant parent had a dispute with a teacher at his son’s school, stemming from his son’s poor performance in class.

The defendant parent filed several

While the broad principles appear straightforward, the law of defamation in Canada is very complex, and damages awarded can fall short of the cost of bringing a claim to trial. If you feel that you have been subject to defamation, or any other form of harassment from a parent, your best first course of action is to review your school board’s Workplace Harassment Policy and contact your local OECTA representative.

Charlene Theodore is in-house Legal Counsel at OECTA Provincial Office.

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INSIGHT

TEACHERS AID

EIGHTY YEARS - AND STILL INFLUENCING PEOPLE

By Doug McCarthy

“I learned a lot from this book and it has the potential to help me improve my relationships and be more successful.”

I was listening to a talk given by a young MBA graduate student who was referring to the book How to Win Friends and Influence People, by Dale Carnegie. Her words hit home with me because I had the very same reaction when I read the book at her age – almost 50 years ago! This caused me to wonder just how long has this book been in publication. And considering all the selfimprovement books that have been printed over the years, why is this one still having an impact today?

Dale Carnegie was born in 1888 in Maryville, Missouri, and died in 1955 at age 66. His book has outlived him by more than 60 years. He is famous for the development of courses and literature on public speaking, interpersonal skills, and salesmanship. You might be familiar with some of his quotes, such as, “Remember, today is the tomorrow you worried about yesterday,” or, “Any fool can criticize, complain and condemn – and most fools do.”

The first publication of How to Win Friends and Influence People was in 1936, 80 years ago. With an initial printing of only 5,000 copies, it seems that even the publishers did not anticipate the book would be such a success. The most recent edition remains basically unchanged, although it has been slightly revised for the modern reader. Today it is rated as one of the top 25 selfimprovement books one should read before age 25.

Dale Carnegie’s work was influenced by a survey, which asked people to identify their main interests. One of those interests was “people”: how to understand and get along with people, how to make people like you, and how to win others to your way of thinking. It is all about engaging others in the pursuit of common goals.

How to Win Friends and Influence People is built on four pillars.

The first, which speaks to fundamental techniques for handling people, opens with a chapter interestingly entitled “If You Want to Gather Honey, Don’t Kick Over the Beehive.” This pillar also develops the principle of giving honest and sincere appreciation, and shares techniques to arouse what Carnegie calls “an eager want” in another person.

The second pillar explores ways to make people like you.

Topics include making a good first impression and becoming a good conversationalist. How to win people to your way of thinking is the focus of the third pillar, which discusses how to avoid making enemies, the importance of admitting when you are wrong, and how to handle complaints and get co-operation.

The final pillar encourages one to be a leader, to change people without giving offense or arousing resentment. This involves making faults easy to correct, and letting others save face.

The fundamental premise of Carnegie’s book is how to choose and use words that impact people in positive ways, with productive results. In spite of its title, the book is more about the personal self-improvement required to have an influence and win friends. It is about character building at a personal level.

As Carnegie has said, “Be more concerned with your character than with your reputation, for your character is what you are, while your reputation is merely what others think you are.”

Doug McCarthy is a retired OECTA member and principal, and currently a member of OECTA’s Speakers’ Bureau.

“Remember, today is the tomorrow you worried about yesterday.”

- DALE CARNEGIE

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VIEWPOINT

STANDING UP FOR CATHOLIC EDUCATION

By Victoria Hunt

It has been more than 30 years since Bill 30 was passed by David Peterson’s Liberal government, guaranteeing full funding for all publicly funded Catholic schools in Ontario. It was a landmark decision, supported by all the major political parties, which continues to benefit all Ontarians to this day. But the debate about publicly funded Catholic education has never really gone away. We continue to face criticism, doubts, and threats to our existence.

Especially if you attended our Annual General Meeting (AGM), you will know by now that the most recent challenge comes from our sister union, the Ontario Secondary School Teachers’ Federation (OSSTF). They passed a series of motions at their 2016 Annual Meeting of the Provincial Assembly (akin to our AGM) to develop a lobbying and public relations strategy, with the goal of eliminating public funding for Catholic education.

One part of the plan is to lobby the three main political parties for a multi-party task force to study amalgamating the school systems. This is slightly different from previous efforts. In the past, they have simply lobbied for the elimination of our system. Having had no success with that objective, they are attempting to make their proposal more palatable to the political parties.

The ultimate aim is a shift in public opinion.

We know OSSTF has been actively surveying the public on this issue, and they will be ramping up their research and polling initiatives to find the argument that will most resonate. They have also produced a “Charter for Public Education,” which will be shopped around with hopes of securing signatures from various high-profile people, and they will be working with an advertising agency to develop a campaign to build momentum.

OECTA and our Catholic partners will monitor the situation. It is possible that there is not a lot of enthusiasm within the OSSTF rank and file to attack another union and turn everyone’s world upside 20

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down. However, if OSSTF decides to move ahead full speed with their plan, we will be forced to respond in kind.

to be redrawn, resulting in upheaval for every student, family, and teacher, not just Catholics.

Sigh. Such a waste of all our energies.

The 1998 amalgamations provide real lessons about what can happen. Going from 129 to 72 school boards in Ontario required more than $1 billion in transition costs. And although it is often argued that mergers result in administrative savings, the only people to lose their jobs were low-paid workers such as custodians and support staff, not directors or superintendents.

The fact is that our system works. There are 29 Catholic school boards and 1,354 schools, with 81,000 staff, roughly 45,000 of whom are teachers. We serve nearly 600,000 students, about one third of all students in the province. With almost 180 years of history, we are fully integrated in the province’s society and culture, and we make significant contributions to the overall strength of Ontario’s world-class education system.

We continue to be supported by the three main political parties. The Catholic stakeholders – including OECTA, the Bishops of Ontario, Catholic school trustees, and parents – who often disagree on a wide variety of issues, are united in the defence of the system.

While our public support has decreased slightly over the years, the polling shows that our support is greater than our population. Only 32 per cent of Ontarians identify as Catholic, but a recent poll conducted by Forum Research shows that 38 per cent of the public supports Catholic education. Furthermore, when past surveys have asked members of the public to offer ideas about how to improve our publicly funded education system, only a handful of people have suggested eliminating public funding for Catholic education.

Part of the rationale from OSSTF is that by merging the school systems we can free up funds to invest in other areas. However, it should be clear that amalgamation would produce little, if any, savings. The education funding formula works on a per-pupil basis.

The same number of students means the same number of teachers, and administrators regardless of the number of systems. If the objective is to find savings, large numbers of students must move to private schools, and/or public schools must close.

If this is the case, boundaries will need

Furthermore, we have learned that bigger is not better when it comes to education.

The province’s largest schools boards have had the most financial troubles. Public and Catholic boards in Dufferin-Peel, Ottawa, Toronto, and Hamilton have been placed under supervision. Most worrisome is that chaos from amalgamation may erode public confidence in publicly funded education and result in an increase in private school enrollment.

There are some serious problems in education. Our schools need to be safer for students and teachers. Our classes are still too large. Special education funding remains a challenge. Many students come to school unprepared due to their socioeconomic situation. None of these concerns will be addressed by eliminating funding for Catholic education.

OECTA will continue to focus on the problems that teachers and students face.

And we will continue to celebrate our accomplishments and encourage others to do the same. The reality is that elaborate, expensive public relation campaigns will not determine the fate of publicly funded Catholic education. Our system will be kept alive because of the hard work of Catholic teachers, and the remarkable student successes that result.

Victoria Hunt is Department Head in the Government Relations department at OECTA Provincial Office.

VIEWPOINT

THE VALUE OF ONTARIO’S CATHOLIC SCHOOLS

By Josephine Virgilio

O

ne of my favourite movies is “Music of the Heart,” starring Merryl Streep.

In this film, Streep plays a tenacious violin teacher named Roberta Guaspari, who has the fortitude to build an extraordinary music program for inner-city children. Guaspari inspired her students to work hard and give their best performances, despite the looming threat of budget cuts to extracurricular programs. Eventually, the music program was yanked from under her, only to be saved by a concert that featured her students, performing alongside the likes of Itzhak Perlman, Isaac Stern, and Nashville fiddler Mark O’Connor. The moral of the film? Appreciate the value of every person’s effort to better the lives of others.

emphasize values that encourage students to accept others rather than exclude them, to understand the difference between right and wrong, and to commit themselves to serve God by serving others.

For almost 180 years, Ontario’s Catholic schools have contributed to community life in Ontario, in co-operation with our public counterparts. Catholic schools are a value-added segment of public education, chosen by millions of Ontario parents for their academic excellence and holistic approach.

Our Catholic schools offer education in the Catholic faith tradition to hundreds of thousands of students who reflect Ontario’s diverse cultures and ethnic groups. Rooted in our history, publicly funded Catholic schools are embedded into the culture and social structure of our province.

Catholic schools recognize that parents and family are primary educators, and our caring teachers and staff join with them to form a living community of shared values and vision. We help students understand that each person is unique and valuable, and holds a special place in the family, the Church, and society.

Catholic education inspires students. Catholic schools’ difference is reflected in the philosophy that permeates the lives of our students, staff, and parents. This philosophy challenges students to improve the world by sharing Gospel values and living Christ’s message of salvation. Students grow to understand the roots of their faith, and their responsibilities as Christians and citizens. Catholic schools also stress the value of self-discipline and commitment. As a faith community, staff

I am proud of our Catholic schools – our caring teachers and staff, and the amazing graduates we have produced. And I am proud to stand up for Catholic education in Ontario.

Developing the 3 R’s (reading, writing, and arithmetic) are just as important as developing the 3 C’s (character, communication, compassion). Extracurricular activities and sports programs provide a venue to cultivate the Catholic virtues, building character and civility in our students. It takes the efforts of an entire school to create a community whose members exhibit positive personal attributes and behaviours, such as respect, honesty, kindness, hard work, and self-discipline. These qualities are expected, celebrated, and consciously practiced every day at Catholic schools.

Any attempt to remove public funding for Catholic schools in Ontario would be extremely divisive; a plan of this nature would be vigorously opposed by the Catholic community, and indeed responsible citizens throughout Ontario.

Josephine Virgilio is a Grade 7 & 8 teacher at St. Margaret’s Catholic school in Toronto. www.josephinevirgilio.com

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VIEWPOINT

YOUR ONTARIO FEDERATION OF LABOUR

By Liz Stuart

In November, delegates from all parts of the labour movement, including OECTA, came together to decide on the future direction of our Ontario Federation of Labour (OFL).

At this convention a new leadership team was named: Chris Buckley (Unifor) was Chris Buckley speaking in the unanimously elected President; AGM, March 2016 Patty Coates (Ontario Secondary School Teachers’ Federation/Barrie and District Labour Council) was acclaimed as Secretary-Treasurer; and Ahmad Gaied (United Food and Commercial Workers) emerged from a three-way race to become the new Executive Vice-President.

It is no secret that the OFL had been struggling in the last few years with many divisions within the labour movement.

Chris and his team made rebuilding the movement a priority, running for election under the banner “Federation Forward.”

As Chris told delegates at the convention, “My goal is to unite our labour movement across Ontario, and that starts with unity at your OFL.” Patty echoed these sentiments, saying, “It is only when the fight of any worker becomes the fight of every worker that the labour movement can defend good jobs and strong public services that make our economy work for everyone.”

It is apparent in everything Chris, Patty, and Ahmad do that they are truly committed to a united and dynamic OFL. Since November, they have worked tirelessly with the Executive Board to focus on issues relevant to all Ontario workers. In particular, they have championed the Workers Action Centre’s “$15 and Fairness” campaign, which calls for decent wages and fair working conditions for everyone. The Federation has also launched its own campaign seeking major reforms to our employment laws. The “Make it Fair” initiative (www.

MakeItFair.ca) will be ramping up over the next few months as the government receives the initial reports from its review of the Labour Relations Act and the Employment Standards Act. When Chris spoke at OECTA’s Annual General Meeting, he devoted a lot of attention to the struggles faced by Ontario’s youth. “Our young people are going to school and graduating to the unemployment line, or having to work two or three minimum wage jobs, or having to take a precarious job or work for a temp agency,” he said. “It’s disgraceful.” He said it is essential that we remove the “cloud of uncertainty” from above young peoples’ heads, giving them true hope and optimism for the future.

As the house of labour grows and unions begin to return to the OFL, it is an exciting time for me personally to sit on

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@ OECTA

| APRIL 2016

the Executive Board and be part of this rebuilding. Working together we can do a lot to help make the #OntarioWeWant.

It is also important for our labour allies to see that Ontario’s Catholic teachers are supportive of their concerns and committed to doing what we can to bring about positive change.

I urge you take some time to learn more about the great work being done all across the province by the OFL and local labour councils. For more information, visit www.ofl.ca or follow @OFLabour on Twitter. Also check with your local unit to find out how to become more involved in labour organizations and events in your area.

Liz Stuart is First Vice-President on the OECTA Provincial Executive.

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Acceptance of advertisements in @OECTA neither endorses nor warranties any products or services. We welcome ads for teacher resources, travel, and teaching overseas. Personal ads are not accepted. Rate: $50 for the first 25 words and $3 per word thereafter.

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